本文選題：塔吉克斯坦留學(xué)生 + 漢語一級(jí)元音　； 參考：《新疆師范大學(xué)》2013年碩士論文

【摘要】：在漢語拼音中元音占有一定的優(yōu)勢，是音節(jié)的靈魂。一個(gè)音節(jié)可以沒有輔音，但是不能沒有元音。單元音是元音最基本的要素，單元音可以自成音節(jié)。發(fā)準(zhǔn)單元音是發(fā)準(zhǔn)復(fù)元音的先決條件，發(fā)準(zhǔn)元音也是發(fā)準(zhǔn)輔音的關(guān)鍵因素，因?yàn)樵跐h語拼音中，輔音本身是不發(fā)聲的，而是根據(jù)發(fā)音部位與元音相拼形成的①。 本文采用praat聲學(xué)軟件,針對不同漢語程度的20名來疆塔吉克斯坦留學(xué)生漢語一級(jí)元音的發(fā)音特點(diǎn)，結(jié)合偏誤分析的原理進(jìn)行分析，得出產(chǎn)生偏誤的元音，并提出相應(yīng)的教學(xué)對策。 本文共分為五個(gè)部分。第一部分為引言，介紹了本研究的選題背景、選題的目的和意義，以及相關(guān)的文獻(xiàn)綜述，綜述包括本文的概念界定、理論基礎(chǔ)、中國和國外關(guān)于漢語作為第二語言學(xué)習(xí)的聲學(xué)分析研究；第二部分為研究設(shè)計(jì)，從研究被試選取、研究工具和調(diào)查實(shí)施三個(gè)方面介紹了本文的三個(gè)實(shí)驗(yàn)，即塔吉克斯坦留學(xué)生和中國學(xué)生一級(jí)元音發(fā)音對比實(shí)驗(yàn)，塔吉克斯坦留學(xué)生習(xí)得漢語一級(jí)元音的過程實(shí)驗(yàn)和塔吉克斯坦留學(xué)生習(xí)得漢語一級(jí)元音時(shí)形成偏誤的原因?qū)嶒?yàn)；第三部分為實(shí)驗(yàn)結(jié)果分析，借助praat軟件和spss軟件分析實(shí)驗(yàn)一和實(shí)驗(yàn)二；第四部分為偏誤分析，從母語的負(fù)遷移、課堂訓(xùn)練的偏誤、學(xué)生的學(xué)習(xí)態(tài)度和教材編寫四個(gè)方面進(jìn)行分析；第五部分為對策，對學(xué)生進(jìn)行訪談補(bǔ)充調(diào)查的方法之后，從課堂的教學(xué)對策、學(xué)生的學(xué)習(xí)對策和教材的編寫對策入手加以分析，其中教學(xué)對策從教授漢語一級(jí)元音的時(shí)間、順序和教學(xué)方法三個(gè)方面入手，提出相應(yīng)的教學(xué)對策。 實(shí)驗(yàn)一結(jié)果顯示：初級(jí)漢語水平的塔吉克斯坦留學(xué)生在漢語一級(jí)元音的習(xí)得方面存在一定的偏誤。 實(shí)驗(yàn)二結(jié)果顯示：塔吉克斯坦留學(xué)生在習(xí)得漢語一級(jí)元音時(shí)會(huì)出現(xiàn)四種情況，一是學(xué)生在學(xué)習(xí)初期就掌握了發(fā)音技巧，并將這種狀態(tài)一直延續(xù)到最后；二是學(xué)生在學(xué)習(xí)初級(jí)沒有完全掌握發(fā)音技巧，并且形成“石化”現(xiàn)象；三是學(xué)生在學(xué)習(xí)初期雖然沒有掌握好發(fā)音技巧，但隨著時(shí)間推移，情況有所改善，和中國學(xué)生相比基本沒有差異性；四是學(xué)生在學(xué)習(xí)初期沒有掌握好發(fā)音技巧，隨著時(shí)間推移，情況雖然有所改善，但和中國學(xué)生依然有很大的差異性。 實(shí)驗(yàn)三訪談結(jié)果顯示：留學(xué)生在習(xí)得漢語一級(jí)元音時(shí)會(huì)受到母語的干擾，會(huì)受到教師對目的語現(xiàn)象不恰當(dāng)訓(xùn)練的影響，，學(xué)生學(xué)習(xí)態(tài)度的影響以及教材的影響。
[Abstract]:Vowels are the soul of syllables. A syllable can have no consonant, but not a vowel. Unit sound is the most basic element of vowel, unit sound can form its own syllable. Quoting unit sound is the precondition of quasi-vowel, and quasi vowel is also the key factor of quoting consonant, because in Chinese phonetic, consonant itself is not sound, but according to pronunciation place and vowel form 1. In this paper, praat acoustics software is used to analyze the pronunciation characteristics of the first class vowels of 20 foreign students from Tajikistan with different degrees of Chinese, combined with the principle of error analysis, and the vowels that produce errors are obtained. And put forward the corresponding teaching countermeasures. This paper is divided into five parts. The first part is the introduction, which introduces the background, the purpose and significance of the topic, as well as the related literature review, including the definition of the concept of this paper, theoretical basis, The second part is the research design, which introduces the three experiments in this paper from the following three aspects: the selection of the subjects, the research tools and the implementation of the investigation. That is, the comparative experiment of the first class vowel pronunciation between the Tajik students and the Chinese students, the process experiment of the acquisition of the first class vowel sound of the Tajik students and the experiment of the causes of the errors in the acquisition of the first class vowels of the Tajik students; The third part is the analysis of experimental results, with the help of praat software and spss software to analyze the experiment I and experiment II, the fourth part is error analysis, from the mother tongue negative transfer, classroom training errors, The fifth part is the countermeasures, the methods of interview and supplementary investigation to the students, starting with the classroom teaching strategies, the students' learning strategies and the textbook compiling countermeasures. The teaching countermeasures are put forward from three aspects: the time, order and teaching method of teaching Chinese vowels. The results of experiment 1 show that there are some errors in the acquisition of Chinese vowels. The results of experiment two show that there are four situations in the acquisition of Chinese vowels by Tajik students. One is that students master pronunciation skills at the beginning of their study and continue this state to the last. Second, the students did not fully master pronunciation skills at the beginning of their study, and the phenomenon of "fossilization" formed; third, although students did not master the pronunciation skills well in the early stages of study, the situation improved with the passage of time. Compared with Chinese students, there is no difference; fourth, students do not master good pronunciation skills at the beginning of learning. With the passage of time, the situation has improved, but there is still a great difference with Chinese students. The results of the experiment 3 show that the foreign students will be interfered by their mother tongue when they acquire the first vowels of Chinese, the teachers' improper training of the target language phenomenon, the influence of the students' learning attitude and the influence of the textbooks.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195

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